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UNIVERSITY OF OREGON PUBLICATIONS 

Vol. 1 November, 1919 No. 1 



The Efficiency of Oregon School Children 
in the Tool Subjects 

AS SHOWN BY STANDARD TESTS 




BY 
CHESTER ARTHUR GREGORY 

Professor of School Administration and 
Director of the Bureau of Educational Research 



SCHOOL OF EDUCATION 

(Series No. 1) 
1919 



PRICE FIFTY CENTS 



Application made at the postoffice at Eugene Oregon for entrance as second-class matter 



Uom^"'.^\\ 



MAY 



•T B. 



The Efficiency of Oregon School Children in the 
Tool Subjects, as Shown by Standard Tests 



A STATEMENT OF THE PROBLEM 

In the school year of 1918-19, the Bureau of Educational 
Eesearch of the University of Oregon undertook, in a co- 
operative way with the schools of the state, the problem of 
determining the efficiency of Oregon school children in some 
of the tool subjects. The work was confined primarily to the 
grades from the third to the eighth inclusive. Some testing 
was done, however, in the subjects of reading and algebra in 
the high schools, but no attempt was made to especially feature 
this phase of the work and comparatively little testing was done 
in those high school subjects. 

Subjects in Which Testing Was Done. In the grades the 
children were tested in arithmetic, language and grammar, spell- 
ing, reading and handwriting. Work in the first four subjects 
was especially featured, but tests in handwriting were made 
a special feature of the work in one locality of the state, namely, 
Jackson county. 

Nature of Work. The work was carried on in a co-operative 
way in order to add the additional interest and stimulus that 
would come as a result of comparing the work of the various 
schools. The Bureau of Educational Research was made a clear- 
ing house where the data were collected, compiled and compari- 
sons made. The testing material was sent out by the University 
to those schools who wished to undertake the co-operative prob- 
lem. Eleven cities of the first class (cities having a school 
population of 1,000 or more school children) did some or all of 
the testing, and nine of these cities sent in their material to the 
University to be compiled. Fifteen districts of the second class 
(those having a school population of from 200 to 1,000) did the 
testing, and about one hundred villages of the third class (dis- 
tricts with less than 200 pupils) and rural schools submitted 
their data. 

[1] 



Testing the Efficiency of Oregon School Children 

It was planned to have the testing done in the months of 
January and February but, owing to the fact that many of the 
schools were closed because of the influenza, much of the work 
was postponed until later in the year. Instructions were sent 
out from the University as to the method of giving the tests 
and tabulating the data. In most of the first and second class 
districts the tests were given under the personal direction of 
someone sent out from the University. 

Early in the year plans were formulated for, at least, two 
counties of the state to test all their schools including districts 
of the first, second or third classes, in the hope that county 
superintendents might use the data from the tests as supervis- 
ory instruments for the better administration of their school 
work. Owing to the fact that the schools were forced to close 
their doors for a number of weeks, complete returns came in 
from Jackson county only, Avhich returns constitute the first part 
of this bulletin. 

Tests Used. The Courtis tests in the four fundamentals and 
the Stone Reasoning tests were used in arithmetic. The Kansas 
Silent Reading tests devised by Dr. P. J. Kelly were used to test 
the reading. Language and grammar tests used were devised 
by C. A. Gregory, of the University of Oregon; the Gettysburg 
Edition of the Ayers Writing Scale was used to test the hand- 
writing, and the Monroe Algebra tests were used in algebra. 

The following districts did the testing: 

Cities of the First Class 



Newberg 


Eugene 


Roseburg 


McMinnville 


Medford 


Astoria 


The Dalles 


Ashland 


Baker 




Cities of the Second Class 


* 


Estacada 


Lebanon 


Tillamook 


Seaside 


Ontario 


Milton 


Myrtle Point 


Heppner 


Hermiston 


North Bend 


Hillsboro 


Clatskanie 


Central Point 


Enterprise 


Silverton 




Cities of the Third Class 


* 


Eagle Point 


Umapine 


Gold Hill 


Butte Falls 


Wcstland 


Adams 


Jacksonville 


Wasco 


Umatilla 


Phoenix 


Marcola 


Mill City 


Eogue River 


Glendale 




Athena 


Pilot Rock 





"Districts of second and third classes were determined from the number 
of pupils in attendance 1918-19 rather than from school population. 

[2] 



Testing the Efficiency of Oregon School Children 

In addition to these, returns from about 80 rural schools 
from Jackson county were sent in. In comparing the data, 
schools are recorded by number rather than by name. In gen- 
eral, they are divided into four classes, districts of the first class, 
those of the second class, those graded schools of the third class, 
and the rural schools. 



THE SCHOOLS OF JACKSON COUNTY 

Jackson county has two districts of the first class that are 
designated as city schools, eight town schools (districts of the 
second and third class) and 76 rural schools. 

The rural schools are divided into nine sections, each section 
containing from five to thirteen rural schools, as follows : 

Antioch, consisting of school districts number 11, 18, 20, 36, 
37, 41, 47, 50, 52 and 44. 

Applegate, consisting of Nos. 3, 27, 33, 34, 43, 68, 77, 82 
and 87. 

Dardanelles, composed of Nos. 17, 32, 61, 88 and 98. 

Howard, consisting of districts 10, 14, 15, 24, 29, 95, 99 
and 100. 

Neil Creek, consisting of districts 7, 38S, 38PR, 54, 60SS, 
60GS, 72, 92, 94 and 97. 

Trail, consisting of Nos. 28, 31, 45, 53, 59, 63, 66, 74, 84, 86B, 
86H, 89 and 93. 

Wellen, consisting of districts 12, 13, 19, 39, 42, 51, 65, 76, 
81 and 90. 

Wimer, consisting of districts 48, 62W, 62PG, 79 and 101. 

The two-room schools also constitute another section. They 
consist of districts number 2, 16, 40, 56, 69 and 73. 

County Superintendent G. W. Ager has in his files the indi- 
vidual record of each child in the county. The rural schools were 
grouped according to the above grouping because of their lo- 
cation and because each of the groups constituted a unit for 
administrative purposes. 

Tests in Arithmetic 

The Courtis tests in arithmetic consist of a series of problems 
in addition, subtraction, multiplication and division. The fol- 
lowing, taken from Form I, Series B, illustrates the nature of 
the problems : 

[3] 



Testing the Efficiency of Oregon School Children 



Addition 


Subtraction 


Multiplication 


Division 


927 


107795491 


8246 




379 
756 


77197029 


73 


25 ) 6775 








837 


Time, 4 min. 


Time, 6 min. 


Time, 8 min. 


929 








110 








854 








965 








344 









Time, 8 min. 

Each sheet contains one test in each of the four fundamen- 
tals. The instructions at the top of the test paper read, "You 

will be given minutes to find the answers to as many of 

these examples as possible. Write the answers on this paper 
directly underneath the examples. You are not expected to be 
able to do them all. You will be marked for both speed and 
accuracy, but it is more important to have your answers right 
than to try a great many examples." 

Tables 1 to 44 record the speed and accuracy for grades 
3 to 8 inclusive. Table 1 is read as follows: The letters and 
figures at the top A, B, C, D, 5, etc., represent the various schools. 
The letters preceding the figure 5 represent the ward buildings, 
while the figures under column 5 represent the record for the 
entire city. Column 6 represents the grade for the entire city, 
while columns E and F are ward buildings in this city. The 
numbers and letters used here are used throughout the entire 
bulletin. The record is read thus: School A had 1 pupil who 
attempted 2 problems, 2 who attempted 3, 2 who attempted 5, 
1 who attempted 6, and 1 who attempted 7. The median score 
for the school A is 5.5 problems. A median may be defined as 
that point which is equalled or excelled by 50 per cent of the 
cases, or it is the middlemost point in an array of figures 
arranged according to their ascending or decending values and 
means in this case that there were just as many pupils who 
solved 5.5 or less as there were who solved that number or more. 
The methods for solving the medians are not always uniform. 
It is, therefore, necessary to state the methods used in this bul- 
letin. In the arithmetic the method is as follows: If there are, 
for instance, 37 papers in the class the median is the grade on 
the 19th paper. If there are 36 in the class the median is the 
grade on the 18th paper. In the language and grammar and 
silent reading papers the median is the same as in arithmetic if there 
is an odd number of papers and if an even number, it is half way 
between the grade on the two middlemost papers. 

[4] 



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[19] 



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[20 



Testing the Efficiency of Oregon School Children 



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[21] 



Testing the Efficiency of Oregon School Children 



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[22 



Testing the Efficiency of Oregon School Children 

The median for the third grade in addition for Jackson 
county is 5.1 problems. The standard worked out by Professor 
Courtis is 4. This indicates that Jackson county is up to stand- 
ard in speed as far as third grade addition is concerned. 

The following are the standards in addition for the various 
grades and the Jackson county record : 

Grade Jackson County Standard 

3 5.1 4 

4 5.9 6 

5 6.9 8 

6 7.9 10 

7 8.6 11 

8 8.9 12 

This record indicates that considerable work needs to be 
done in the upper grades to develop greater speed. It is to be 
noted that the scores of the two-room schools (No. 45) as shown 
in the tables are consistently higher than the medians for the 
county. 

TABLE 45 

Jackson county median scores compared with Iowa state 

median scores. * 

Addition III IV V VI VII VIII 
Iowa 

Speed ... 6.2 7.4 8.5 9.1 10.0 

Accuracy -aftrS- 4&S- .^irS— '^?rff~ -m^h- -mA — 

Jackson Co. STL XI. (> L f" > t^ 

Speed 5.1 5.9 6.9 7.9 8.6 68.4 

Accuracy 32.8 42.5 51.9 5.3.7 60.7 6S.4 

Subtraction 

Iowa 

Speed 6.8 8.2 9.7 10.7 12. 

Accuracy 74. 80. 83. 84. 86. 

Jackson Co. 
Speed 4.6 5.9 7.4 8.6 9.4 10.8 

Accuracy 36.1 49.6 63.4 65.5 79.4 81.5 

Multiplication 

Iowa 

Speed 5.8 7.0 8.6 9.9 11.5 

Accuracy 61, 70. 76. 78. 81. 

Jackson Co. 

Speed 5.3 6.4 7.4 8.3 9.5 

Accuracy 49.6 60.2 61.5 52.8 87.4 

Division 

Iowa 

Speed 4.2 5.5 7.0 8.5 10.8 

, Accuracy .59. 74. 83. 88. 91. 

Jackson Co. 

Speed 3.4 4.6 6.4 7.4 8.7 

Accuracy .39.5 58.6 66.5 82.2 87. 

* Iowa scores were taken from Bulletin No. 24, "The Arithmetic Skill 
of Iowa School Children." 1916. 

[2.3 1 



Testing the Efficiency of Oregon School Children 

Table No. 45 is read thus : In Iowa the median number of 
problems attempted by the fourth grade children in addition 
was 6.2 problems and the median accuracy in per cent is 56. 
In Jackson county the median was 42.5. The accuracy is excep- 
tionally low in each case and much drill needs to be given this 
phase of school work. 

In only one case does a Jackson county median exceed that 
of the state of Iowa, and that is in the eighth grade in accuracy 
in multiplication. 

The tables are self explanatory and little comment needs to 
be made in reference to them. 



STONE REASONING TEST 

The Stone Reasoning Test in Arithmetic was given to grades 
5 to 8 inclusive. 

The following problems taken from the list indicate the 
nature of the work: 

1. If you buy 2 tablets at 7 cents each and a book for 65 
cents, how much change should you receive from a two-dollar 
bill ? 

5. The uniforms for a baseball nine cost $2.50 each. The 
shoes cost .$2 a pair. What was the total cost for uniforms and 
shoes for the nine? 

6. In a school of a certain city there are 2200 pupils ; 1/2 are 
in the primary grades, 14 "i tlie grammar grades, Vs iii the high 
school and the rest in the night school. How many pupils are 
there in the night school? 

There were twelve problems in the list and the time was 15 
minutes. The students were told to solve as many problems 
as they had time for and to work them in the order given. 

Directions for scoring Stone Reasoning Tests : The following 
directions were sent out from the Bureau relative to scoring 
the papers : 

In oi'der to have the scores of a system, school, or pii])il comparable 
with those in the scale as standardized, the papers should be marked and 
scored as were those in the original study. To this end it is essential 
that each of the following steps be taken according to directions: 

[24] 



Testing the Efficiency of Oregon School Children 

(1) MARK THE SOLUTIONS ON THE BASIS OF EIGHT OB WRONG 
REASONING. 

Example: In marking the solutions the following rulings should be 
observed: 

1. Mistakes in copying are not counted against the child; e. g., 

Problem 1. 

2X 7=14 

14-1-65=89 

100—89=11 

The reasoning of the problem was correct, so the mistake in copying 
is not counted. 

2. Errors in fundamentals do not count against the reasoning score: 

e. g., Problem 5. 

$2.50 $5.50 

$2.00 9 



$5.50 cost of each. $50.50 

The reasoning in this problem is correct, so the mistakes in fundamen- 
tals are not counted. 

3. The child is given credit for the 'part of the problem that is 
reasoned correctly when part is wrong — the amount of credit depending 
upon the number of steps reasoned correctly; e. g., Problem 1. 

7 65 

2 —14 



14 41. 

Since one of the steps is correct, this was counted one-third correct. 

4. If a problem is unfinished, credit is given for the steps taken if 
correct, or in so far as they are correct; e. g., (a) Problem 6. 
2200 pupils. % of 2200 is 1100 pupils in primary grades. 

This was counted 1-5 correct. 

(b) Problem 5. $2.50 cost of one uniform. 
9 



$22.50 cost of nine uniforms. 

$ 2.00 cost of one pair shoes. 
9 



$18.00 cost of nine pair shoes. 
This was counted 2-3 correct. 

(2) SCORE THE SOLUTIONS ACCORDING TO ASSIGNED WEIGHT- 
ING AND FIND SCORES FOR INDIVIDUAL PUPILS. 

The weightings to be used in scoring the solutions are: 

For first problem, 1 For seventh problem, 1.2 

For second problem, 1 For eighth problem, 1.6 

For third problem, 1 For ninth problem, 2 

For fourth problem, 1 For tenth problem, 2 

For fiftli problem, 1 For elev 'th problem, 2 

For sixth problem^ 1 For twelfth problem, 2 

[25] 



Testing the Efficiency of Oregon School Children 

For example, any one of the first five problems solved correctly should 
score 1 for the pupil, school, and system; the sixth would count 1.4; the 
seventh, 1,2, etc. In the third illustration under Directions for First 
Step, the solution of the first problems as given would count 1-3 for the 
pupil, school, and system; and in the first illustration under the 4th ruling 
the partial solution of the sixth problem would count 1-5 of 1.4 or .28. 

The score of each individual pupil is found by adding all the scores 
of all the solutions found on his paper. 

(3) COMPUTE THE TOTAL OF THE INDIVIDUAL SCORES ON 
THE BASIS OF A HUNDRED PUPILS OR COMPUTE THE PER CENTS 
OF PUPILS MAKING SCORES 0, 1, 2, etc. Explanation: 

Sort the papers, placing the smallest score on top, and graduate so that 
the largest is on the bottom. 

To get a single measure of a class, school, or system, add scores of 
all pupils and compute on basis of a hundred pupils; e. g., Mr. Hebden 
found the score for 716 Baltimore city pupils to be 5749.48. Reduce to 
the basis of a hundred pupils this is 803.2 as the score for the Baltimore 
system. (This is the measure used in the Springfield, Illinois, Survey and 
by Superintendent Stark in the Hackensack Report.) 

To get the most helpful measure for supervision, compute the per 
cents of pupils that made scores of 0, 1, 1, 3, 4, etc., and construct a 
surface of distribution showing deviation from the standard. (This is 
the plan followed in the Butte, Montana, Survey and in handling the 
Iowa State Teachers College Training School S'-ores.) 

The most helpful measure for teaching is the score of each individual 
pupil. 

(4) COMPUTE THE PEE CENTS OF ACCURACY. 

The per cent of accuracy is found by computing the per cent reasaned 
correctly. In going over the papers for the data for this figuring, the 
following rulings should be observed: 

1. In determining the number of problems attempted, count number 
on which any work was done. This will be sufficiently exact for 
fifty to a hundred pupils. But for determining the number of 
problems attempted by individual pupils, if the last problem worked 
is incomplete, use fractions to represent the steps attempted. 

2. In determining the number of problms correct for fifty to a hundred 
pupils, count the number that are worked entirely correct. But for 
computing the scores of individual pupils, use fractions to represent 
the steps correct. 

Tentative ST.\XDARns 

The author of the tests makes the following statements rela- 
tive to standard scores :* 

"That 80 per cent or more of the fifth grade pupils reach 
or exceed a score of 5.5 with at least 75 per cent acciiracy ; 
that 80 per cent or more of the sixth grade pupils reach or 
exceed a score of 6.5 with at least 80 per cent accuracy; that 



*Standardized reasoning tests in arithmetic and how to use them by 
Cliff W. Stone, published by Teachers College, Columbia University, 1916. 

[26] 



Testing the Efficiency of Oregon School Children 











TABLE 46 












(1) 


(2) 


(3) 


(4) 


(5) 


(6) 


No. 




No. in class 


Total score 


Score per 


Number of 


Number of 


Per cent of 


of (;rade 


taking test 


for class 


100 pupils 


jiroblems 


problems 


accuracy 


school 










attempted 


right 






6 


27 


111.21 


411.9 


176. 


76. 


43.4 


B 


5 


7 


13.95 


128. 


18. 


9. 


50. 




6 


10 


28.4 


284. 


84. 


26. 


29.8 


C 


5 


56 


70.75 


128.6 


332. 


68. 


20.5 




6 


29 


143.24 


493.9 


236. 


133. 


66.4 




7 


49 


291.7 


696.3 


411. 


258. 


62.8 




8 


59 


431.2 


730.9 


633. 


332. 


62.3 


D 


5 


27 


49.0 


186.1 


107. 


50. 


47. 




6 


19 


52.2 


263. 


134. 


60. 


37. 




7 


39 


330.4 


718. 


315. 


280. 


88. 




8 


41 


345.5 


695. 


340. 


285. 


83. 


5 


See 


A, B, C, and 


D. 










6 ] 


No 1 


report. 












14 


6 


6 


23.7 


666.6 


37. 


23.75 


64.2 




6 


19 


88.26 


464. 


144. 


88.25 


60.6 




7 


19 


148.8 


783. 


152. 


119. 


78. 




8 


13 


97.5 


708. 


128. 


97.5 


76. 


26 


5 


8 


31.28 


391. 


55. 


23. 


41.8 




6 


6 


20.43 


340.6 


62. 


14. 


22.6 




7 


5 


42.94 


858.8 


62. 


32. 


61.6 




8 


4 


29.06 


726.5 


44. 


24. 


54.5 


26 


No 


report. 












27 


6 




21.6 


308.5 


43. 


18. 


41.8 




6 


6 


23.7 


396. 


41. 


20. 


48.3 




7 


12 


41. 


341.6 


63. 


36. 


67.9 




8 


14 


53.3 


409.2 


85. 


48. 


66.4 


28 


5 


9 


13.8 


163. 


66. 


10. 


15. 




6 


6 


24.1 


482. 


37. 


19. 


61. 






15 


85.9 


572. 


138. 


68. 


49. 




8 


13 


117.3 


902. 


135. 


93. 


68. 


29 


No 


report. 












30 


6 


12 


77. 


641. 


110. 


70. 


63.6 




6 


8 


54.4 


680. 


83. 


41. 


49.4 




7 


12 


83.6 


710.6 


102. 


59. 


58. 




8 


12 


87. 


726. 


104. 


67. 


64.4 


36 


5 


6 


14.8 


296. 


46. 


12. 


26. 




6 


8 


41. 


512.6 


71. 


36. 


60. 






5 


34. 


680. 


44. 


29. 


66.9 




8 


13 


147.4 


1131.5 


121. 


106. 


87.6 


37 


6 


16 


47.1 


294.4 


79. 


39. 


49.4 




6 


10 


42.8 


428. 


66. 


34. 


60.7 






8 


45.8 


666. 


53. 


40. 


75.6 




8 


21 


136. 


647.6 


155. 


113. 


72.9 


38 


5 


6 


28. 


466.6 


35. 


23. 


65.7 




6 


15 


67. 


380. 


102. 


45. 


44.1 




7 


14 


77.4 


652.9 


102. 


65. 


63.7 




8 


4 


38.3 


957.5 


29. 


26. 


89.3 


39 


5 


8 


18. 


225. 


49. 


14. 


28.6 




6 


9 


47.4 


526.4 


75. 


41. 


54.7 




7 


6 


19.9 


331.6 


45. 


17. 


37.7 




8 


11 


71.1 


646.4 


92. 


60. 


66.2 


40 


6 


14 


44.7 


319.4 


83. 


34. 


41. 




6 


18 


80.8 


449. 


142. 


65. 


46.3 




7 


17 


118.5 


697. 


148. 


98. 


66.2 




8 


12 


102.8 


866.6 


107. 


89. 


83.2 


41 


5 


6 


18.6 


310. 


37. 


16. 


43.25 




6 


7 


28.3 


404.3 


48. 


26. 


64.16 






10 


54.1 


541. 


67. 


46. 


68.66 




8 


3 


22.2 


740. 


27. 


16. 


59.25 


42 


5 


10 


28.2 


282. 


Dt. 


21. 


41. 




6 


12 


61.4 


511.7 


86. 


53. 


61.G 




6 


7 


41.2 


588.5 


57. 


33. 


66. 




8 


12 


98.3 


819.6 


105. 


78. 


74.3 


43 


5 


13 


31. 


238.5 


100. 


21. 


21. 




6 


6 


33.5 


658.33 


38. 


28. 


74. 




7 


8 


45.8 


572.5 


63. 


33. 


60.33 




8 


10 


64. 


640. 


80. 


63. 


66.25 


44 


5 


4 


7.5 


187.5 


31. 


7. 


22.5 




6 


12 


40.8 


340. 


82. 


34. 


41.4 




7 


5 


21.4 


428. 


34. 


19. 


66. 




8 


7 


41.6 


594. 


48. 


29. 


60. 


45 


5 


12 


39.3 


327. 


74. 


37. 


60. 




6 


16 


73.2 


45.7 


108. 


64. 


69.2 




7 


14 


85.9 


612. 


94. 


60. 


63.6 




8 


15 


69.47 


463. 


130. 


63. 


52.3 



[27 



Testing the Efficiency of Oregon School Children 

80 per cent or more of the seventh grade pupils reach or exceed 
a score of 7.5 with at least 85 per cent accuracy; that 80 per 
cent or more of the eighth grade pupils reach or exceed a score 
of 8.75 with at least 90 per cent accuracy." 

Column 6 of table 46 indicates that the scores are very much 
lower than the standards. The total score for the class in column 
2 divided by the number in the class in column 1 will give the 
average unmber of problems solved in each city in each grade. 
Here again the scores are very low as compared with the 
standards. 

Language and Grammar 

The tests in language and grammar are divided into two 
parts. The first part, test I, is devised for grades 3, 4 and 5. 
Test II is devised for grades 6, 7 and 8. Each test sheet con- 
tains 24 sentences divided into groups with 3 sentences in each 
group. 

The following is the list of instructions taken from page 1 
of test 1. 

Directions for Giving the Test 

Be sure to fill each of the above blanks before you proceed 
further in this test. 

This little test consists of a number of sentences, divided 
into groups with three sentences in each group. 

The first sentence in each group has a blank in which you are 
to write the proper word. Only one word is to be put in each 
blank. The second sentence in each group has two words in 
parenthesis, one of which is wrong. Draw a line through the 
wrong word. The third sentence has one word and only one, 
in it that is wrong ; find this word, draw a line through it and 
write the correct word above it. 

The following sentences will show you how to play this 
little game : 



Group 1 

1. My book new. 

2. You and (me, I) are more than six years old. 

3. I seen three soldiers this morning. 



[28 



Testing the Efficiency of Oregon School Children 

You should put the word "is" or the word "was" in the 
blank in the first sentence. Draw a line through the word, " me " 
in the second sentence. Draw a line through the word "seen" 
in the third sentence and write above it the word "saw." 

Ask questions until you are sure you know just what you are 
to do before your teacher gives you the signal to begin. After 
you begin your teacher will answer no questions. 

Allow Exactly Five Minutes for the Test 

Have pencils or pens ready before signal is given. "When 
time is up say "STOP" and collect papers at once. 



It is to be noted that the difficulty is located in the first 
sentence in each group, but no suggestion is given as to what 
word should be inserted. In the second sentence of each group, 
the difficulty is again located and it is simply a matter of the 
choice of two words. In the third sentence of each group the 
difficulty is not located but is left to the child to find and 
correct. There are, therefore, three different types of problems 
to be solved in each group. The sentences were chosen to test 
the pupil's ability to use the proper language forms in simple 
sentences. They were made to conform somewhat to the studies 
reported by W. W. Charters in the "Sixteenth Year Book of the 
National Society for the Study of Education."* It seems to 
the writer that the tests test the pupil's ability to use the lan- 
guage properly rather than test his general intelligence as some 
of the language tests seem to do. 

The sentences were weighted according to the results of a 
preliminary test on 1300 pupils in four school systems. The tests 
are diagnostic in nature and were aimed to give the teacher a 
better idea of the results of her teaching. While the time was 
only five minutes, yet it was sufficient for some of the children 
in all grades to finish all the sentences in the allotted time and 
in the grades above the fourth, approximately 50 per cent of 
the pupils finished the work. 

In test I, the maximum score that could be made is 52.2 and 
in test II, the maximum score is 70.9. 

Tables 47 to 52 show the scores made in language and gram- 
mar. Table No. 47 is read as follows : School No. 25, for instance, 
had 1 pupil whose score fell between 7 and 7.9 ; 2 who made a 
score of from 8 to 9.9 ; 1 who made a score of from 10 to 11.9, etc. 



' Minimal Essentials in Elementary Lan^uajjc and Grammar, Part I, pp. 86-110. 

[29] 



Testing the Efficiency of Oregon School Children 



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[30 



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[31] 



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[32. 



Testing the Efficiency of Oregon School Children 

The median scores for grades 3, 4 and 5 for the county are 
16.5, 22.8 and 27.9 respectively with 52.2 as the highest possible 
score that conld be made. This indicates that much less than 
forty per cent of the sentences were done correctly. The median 
scores, as shown by the tables, for grades 6, 7 and 8 are 16.1, 
21.4 and 24.7 respectively with 70.9 as the highest possible score 
that could be made. Here the scores are relatively lower than 
in grades 3, 4 and 5. In view of the fact that the sentence 
were simple and the language forms called for were so common 
we might, at fir.st thought, expect the scores should have been 
higher. The test reveals the same fact that is brought out in 
the other subjects that more drill and effort should be con- 
centrated on the common every-day expressions rather than 
on the more technical and less frequent language forms. The 
drill should be carried to the point where the child not only 
knows the correct form but his language habits will function 
properly when his mind is not especially focussed on his mode 
of expression. 

Keading 

Tables 53 to 58 inclusive record the scores made on the 
Kansas Silent Reading test devised by Dr. Kelly. 

The median scores for the county compare rather favorably 
with the standard scores published by Dr. Kelly. A glance at 
the individual scores for the various schools, however, shows 
wide variation among them. In some cases the scores of some 
schools are almost three times those of other schools. This 
indicates a great difference among the school children in their 
ability to read. There seems to be no marked difference between 
districts of the first, second and third classes as to their ability 
to read. The two-room rural schools, (No. 45 in the tables) as 
in the other subjects, make a relatively high score. 



[33] 



Testing the Efficiency of Oregon School Childre^i 



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34 



Testing the Efficiency of Oregon School Children 






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[35] 



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[36 



Testing the Efficiency of Oregon School Children 

Table 59 shows the median scores for Jackson county as com- 
pared with the standard scores published by Dr. Kelly. 

TABLE 59 

GRADE 3 4 6 6 7 8 

Standard scores 6.3 9.5 13.2 13.9 16.2 19.2 

Jackson county scores B.7 9.1 11.7 14.2 18. 18.5 

Handwriting 

The Gettysburg edition of the Ayers Handwriting scale was 
used in testing the handwriting. The scale consists of eight 
samples of handwriting. The poorest sample is given a quality 
value of 20 and the last sample a value of 90. The teachers 
were given the following instructions to secure the samples of 
writing to be scored: "To secure samples of handwriting the 
teacher should write on the board the first three sentences of 
Lincoln's Gettysburg address and have the pupils read the copy 
until familiar with it. They should then copy it, beginning at a 
given signal and writing for precisely two minutes. They should 
write in ink on ruled paper. To score samples slide each speci- 
men along the scale until a writing of the same quality is found. 
The number at the top of the scale above this shows the value 
of the writing being measured. Disregard differences in style, 
but try to find on the scale the quality corresponding with that 
of the sample being scored. "With practice, the scorer will 
develop the ability to recognize qualities more rapidly and 
with increasing accuracy. If the scoring is done twice, the 
results will be considerably more accurate than if done only 
once. The procedure may be as follows : Score samples and dis- 
tribute them in piles with all the 20 's in one pile, all the 30 's 
in another, and so on. Mark these values on the backs of the 
papers, then shuffle the samples and score them a second time. 
Finally make careful decisions to overcome any disagreements 
in the two scorings." 

Table 60 records the speed and quality of the handwriting 
for grades 3 to 8 inclusive in Jackson county. 

Table 60 is read as follows : The figures and letters at the left 
indicate the number of the school. The figures in the vertical 
column under "S" indicate the average number of words written 
per minute. Those under "Q" the quality, and the last vertical 
column under each grade the number of pupils in the grade. Thus 
in School "B" the average speed was 32 words per minute, the 
quality 34 and the number of pupils 2. In the fourth grade 

[37] 



Testing the Efficiency of Oregon School Children 

the speed is 40 the quality is 38 and the number of pupils in the 
class is 14 and so on. In general we may say that quality is 
sacrificed for speed. Some schools develop high speed but the 
quality is so low that it could not be recorded on the scale as 
devised by Dr. Ayers. This table indicates that more emphasis 
should be placed on quality to bring the handwriting up to the 
standard. 











HANDWEITENG 








TABLE 60 








No. 


of Grade 


3 


G 


rade 


4 


Grade 


5 


Grade 


6 


Grade 


7 


Grade 


8 


school S. 


Q. 


No. 


s. 


Q. 


No. 


s. 


Q. 


No. 


S. 


Q. 


No. 


S. 


Q. 


No. 


s. 


Q. 


No. 


A 














64 


44 


27 


84 


60 


29 














B 


32 


34 


2 


40 


38 


14 


36 


36 


11 


36 


46 


11 














C 


32 


28 


2 


40 


40 


40 


46 


40 


56 


62 


28 


28 


60 


60 


49 


84 


46 


60 


D 

6 
E 


62 


44 


13 


68 


48 


10 


60 


46 


29 


62 


43 


20 


60 


62 


43 


44 


64 


42 








46 


40 


68 


64 


30 


41 


60 


34 


77 


72 


40 


46 


83 


66 


68 


F 
6 
14 


47 


33 


42 


63 


34 


44 


46 


40 


35 


73 


35 


32 














40 


31 


8 


60 


32 


18 


67 


42 


6 


69 


58 


17 


66 


52 


20 


63 


43 


8 


25 
26 
27 














64 


52 


8 


68 


34 


6 


71 


68 


5 


80 


72 


38 


61 


31 


11 


73 


31 


7 


70 


32 


6 


85 


34 


6 


78 


60 


10 


85 


34 


14 


28 


41 


30 


12 


47 


30 


6 


61 


38 


9 


63 


61 


6 


79 


37 


13 


81 


43 


13 


29 


40 


32 


6 


58 


38 


9 


76 


40 


10 


82 


66 


6 


77 


48 


4 


77 


64 


10 


30 


60 


30 


11 


62 


40 


20 


78 


35 


15 


87 


40 


8 


77 


66 


12 


96 


69 


14 


36 


32 


40 


6 


37 


40 


8 


90 


34 


4 


88 


60 


4 


86 


52 


7 


90 


61 


13 


37 


34 


20 


11 


52 


40 


10 


61 


43 


8 


72 


60 


13 


86 


49 


8 


87 


60 


14 


38 


42 


29 


6 


46 


40 


11 


76 


50 


6 


66 


40 


12 


84 


60 


10 


78 


50 


3 


39 


30 


25 


4 


53 


40 


9 


70 


30 


6 


80 


40 


7 


80 


50 


9 


85 


60 


7 


40 


34 


28 


13 


62 


40 


11 


65 


40 


13 


81 


40 


14 


84 


65 


16 


73 


60 


10 


41 


32 


40 


1 


62 


20 


1 


76 


50 


4 


88 


60 


2 


66 


60 


3 


68 


64 


2 


42 


49 


30 


4 


66 


40 


11 


73 


40 


11 


85 


40 


8 


82 


60 


6 


86 


60 


8 


43 


42 


40 


3 


67 


40 


5 


88 


40 


13 


84 


40 


6 


85 


60 


8 


96 


60 


11 


44 


46 


20 


5 


60 


30 


3 


98 


46 


4 


77 


65 


12 


92 


60 


3 


80 


60 


7 


45 


42 


30 


10 


66 


40 


10 


46 


35 


14 


86 


60 


19 


101 


40 


16 


88 


80 


15 



The standard scores which is the average speed and quality, 
reported by Dr. Ayres are as follows : 

Grade Speed Quality 

2 31 38 

3 44 42 

4 55 46 

5 64 60 

6 71 64 

7 76 68 

8 79 62 

The scores of handwriting vary a great deal both as to speed 
and quality. In speed, for instance, according to Dr. Ayres, we 
should expect to find the following distribution per each hundred 
pupils in the fifth grade : 



Speed 

Number of pupils 


10 

to 

19 

1 


20 30 40 60 

to to to to 

29 39 49 59 

2 5 12 20 

QUALITY FOR FIFTH 


60 
to 
69 
22 

GRADE 


70 
to 
79 
19 


80 
to 
89 
12 


90 

to 

99 

6 


100 
to 
109 
2 


Quality 

Number of pupils 


10 

1 


20 30 40 
4 12 21 


60 
24 


60 
21 


70 
12 


80 
4 


90 
1 



[38 



Testing the Efficiency of Oregon School Children 

These tables are read as follows : 1 pupil would be expected 
to write with a speed of from 10 to 19 words per minute, 2 with 
a speed of from 20 to 29 words per minute, and so ou. 

In quality, 1 pupil will write quality 10; 4 quality 20, and 
so on. 

Spelling — Jackson County 

Table 61 records the work in spelling in the Jackson County 
schools. The spelling tests were divided into three divisions, the 
third and fourth grades spelling one group of words, the fifth 
and sixth grades spelling another group, and the seventh and 
eighth grades spelling a third group. Forty words were given to 
each grade, twenty of which were to be spelled in columns and 
twenty were to be spelled in sentences. Ten sentences were dic- 
tated, one every thirty seconds, and each sentence contained two 
words which were to be checked by the individual grading of the 
papers. 

Table 61 is read as follows : In school A, grade 3, there were 
eight pupils who took the test. The average number of words 
spelled in sentences was 12 ; the average number spelled in col- 
umn was 14.5. In grade 3 there were 25 pupils who took the test, 
the average number of words spelled correctly in sentences was 
14 and columns 14, and so on. 

It is to be noted that the average number of words spelled 
correctly in sentences is less than in columns. In some schools 
the difference is quite marked. The words were taken from the 
Ayres spelling scale. Those from grades 3 and 4 were taken from 
column "L" of the scale. To be up to the standard the third 
greda should have spelled 73 per cent of the words correctly, 
and the fourth grade 88 per cent. The words for grades 5 and 6 
were taken from column "I" of the scale and the standard is 
73 per cent and 84 per cent, respectively. The words for grades 
7 and 8 came from column "U" of the scale with the standard 
73 per cent and 84 per cent respectively. The approximate stand- 
ing of the various schools may be compared to the standard by 
converting the average number of words spelled into per cent. 



[39 



Testing the Efficiency of Oregon School Children 



JACKSON COUNTY SCHOOLS 




SPELLING 




TABLE 61 


GRADES 3 




4 


6 




6 


7 




8 




No. S. 


C. 


No. S. C. 


No. S. 


C. 


No. S. C. 


No. S. 


c. 


No. S. 


c. 


a 8 12. 


14.5 




26 14. 


14. 


28 15. 15. 










b 




14 17. 18.5 


10 12. 


14.5 


11 12. 16. 










C 10 16.E 


; 18. 


38 16. 18. 


69 12. 


15. 


27 16. 17. 


47 9. 


11. 


67 13. 


IE. 


d 12 14. 

6 

e 33 13. 


16. 


11 18. 19. 


30 10. 


12. 


19 15. 15. 


43 12. 


12. 


43 14. 


14. 


16. 


41 18. 19. 


24 13. 


14. 


36 16.5 19.5 


89 13. 


15.5 


48 16. 


17. 


f 37 13. 
6 

14 11 6. 


16. 


45 IB. 19. 


38 13. 


16. 


30 17. 18. 










15. 


21 16. 16. 


7 10. 


14. 


16 14. 15. 


21 13. 


16. 


14 14. 


16.5 


25 9 11. 


14. 


6 19.6 19.5 


8 15. 


16. 


8 17. 18. 


5 19. 


17. 


13 18. 


16. 


26 




4 16. 16.6 


6 7.5 


12. 




9. 


10.6 


9. 


12. 


27 10 12. 


15. 


8 13.5 15. 


8 8. 


13. 


6 15.5 16.5 


11 9. 


11. 


14 13. 


14. 


28 11 10. 

29 

30 9 8. 


10. 


6 17. 20. 


9 12. 


14. 


6 18. 16. 


15 9. 


13. 


14 18.6 


18. 


9. 


16 17.5 18.6 


12 19. 


20. 


8 18.5 19.5 


11 14. 


16. 


12 18. 


16. 


36 6 12. 


12. 


11 18. 18. 


6 15. 


16. 


8 17. 18. 


6 19. 


17. 


13 18. 


16. 


37 15 13. 


16. 


15 16. 18. 


14 10. 


19. 


16 16. 18. 


8 17. 


16. 


21 16. 


18. 


38 9 11. 


16. 


11 12. 19. 


8 18. 


18. 


16 16. 18. 


12 11. 


10. 


4 16. 


13. 


39 6 10. 


8. 


8 16. 18. 


8 7.5 


13. 


9 17. 17. 


6 9. 


11. 


11 15. 


15. 


40 14 14. 


16 


10 14. 16. 


8 11. 


13.5 


15 14. 16. 


19 11. 


12. 


9 17. 


16. 


41 9 12. 


13.5 


11 15.6 19. 


9 11.5 


14.6 


7 17. 17. 


10 9. 


12.6 


3 14. 


18. 


42 7 13. 


17. 


9 18. 18. 


10 10.5 


14.6 


12 12.5 16. 


7 11. 


10. 


12 14. 


17.5 


43 4 10. 


17. 


7 7. 14. 


13 6. 


10. 


6 9. 13. 


8 9. 


9. 


10 16.6 


18. 


44 7 17. 


19. 


6 16. 17. 


4 9. 


14.6 


15 10. 13. 


5 10. 


13. 


.7 10. 


12. 


45 6 12. 


16. 


8 18. 19.5 


14 11.6 


14.5 


16 12. 16. 


15. 12. 


13. 


13 17. 


19. 



STATE AND JACKSON COUNTY MEDIAN SCORES IN AKITHMIBTIC 

Table 62 shows the median scores in both speed and accuracy 
in the four fundamentals in arithmetic for Jackson county and 
the state of Oregon. The former includes about 80 rural schools. 
They rank quite favorably with the state scores which seems 
to indicate that the four fundamentals are being taught about 
as well in the rural schools as in the graded systems. 











TABLE 62 






















ADDITION 














GRADE 

Jackson county 
State 


S. 
6.2 


3 

A. 

35.1 


S. 
5.9 
6. 


4 5 
A. S. A. 
42.6 6.9 61.9 
41.8 6.9 61.2 

SUBTRACTION 


6 
S. 
7.9 
7.7 


A. 
63.7 
64.3 


S. 
8.6 
8.3 


A. 

60.7 
59.5 


8 
S. 
8.9 
8.9 


A. 

68.4 

62.4 


Jackson county 
State 


4.6 
4.4 


36.1 
39.6 


5.9 
6.2 


49.6 7.4 63.4 

63.7 7.7 66.1 


8.6 
7.6 


65.6 
68.9 


9.4 

9.8 


79.4 
76.5 


10.8 
11. 


81.6 
72.6 










MULTIPLICATION 












Jackson county 
State 






6.3 
6.2 


49.6 6.4 60.2 
60. 6.6 69.8 

DIVISION 


7.4 
7.4 


61.6 
60.7 


8.3 
8.6 


52.8 
76.1 


9.6 
9.8 


87.4 
73.7 


Jackson county 

State 






3.4 
3.6 


40.3 4.6 68.6 
42.5 4.9 66.7 


6.4 
6.1 


66.5 
67.4 


7.4 
7.7 


82.2 
77.3 


8.7 
9.4 


87. 
82.6 



[40] 



Testing the Efficiency of Oregon School Children 

STATE SCORES 

Tables 63 to 70 inclusive show the scores in arithmetic in 
the four fundamentals for the state of Oregon. The first nine 
schools are districts of the first class. The next fifteen are 
districts of the second class and the remainder are districts of 
the third class and rural schools as shown on page 2 of this 
bulletin. Table 63 is read as follows: School No. 1 had 53 
pupils in the third grade. The median score in speed was 6.6 
problems ; the median score in accuracy was 54.5 and so on. 
The low percentage in accuracy is very striking. In the third 
grade, for instance, the median accuracy for the state is 35.1. 
This means that half the children of the cities tested solved about 
one problem in three correctly or less. It is to be noted that 
the accuracy in districts of the first class is not strikingly dif- 
ferent from those of the second and third classes and rural 
schools. 

Table No. 71 records the scores in languages and grammar 
for the state. The median scores made may be taken as tentative 
standard scores. 

Table 72 records the scores in reading for both the grades 
and the high schools. The standard scores as reported by Dr. 
Kelly and the Oregon state scores are given here for convenience 
in making comparisons. 

Grades III IV V VI VII VIII IX X XI XII 



Standard scores 


5.3 


9.5 


13.2 


13.9 


16.2 


19.2 


22.9 


25.6 


26.5 


29.7 


Oregon scores 


6.6 


10.1 


13.9 


14.B 


17.1 


15.3 


20.5 


25.3 


26.9 


28.1 



[41] 



Testing the Efficiency of Oregon School Children 



TABLE 


63 










AEITHMETIC— Addition 






Grade 


III 


Grade IV 




Grade V 




No. of 


Number 


Speed 


Ace. 


Number 


Speed 


Ace. 


Number 


Speed 


Ace. 


school 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


1 
2 
3 


59 


6.6 


54.5 


58 


6.8 


42.6 


51 


7.3 


51. 


36 


6.'7 


39.1 


52 


6." 


3'8.2 


63 


'7.8 


42.1 


4 


120 


7.4 


32.9 


125 


7.6 


42. 


167 


7.6 


48.3 


5 


30 


3.6 


36.7 


64 


5.2 


47. 


123 


6.8 


58.1 


6 


33 


4.9 


34. 


87 


5.3 


52.3 


62 


6.1 


60. 




83 


3.8 


37.5 


60 


5.8 


42.8 


87 


7. 


61.4 


8 


227 


4.8 


40.7 


262 


6. 


51.4 


235 


7.8 


57.2 


9 


119 


5.6 


33.7 


135 


G.8 


40. 


121 


7.4 


54.2 


10 








7 


6.3 


55. 


16 


6. 


40. 


11 




















12 








22 


5.3 


30.5 


28 


5.4 


38.6 


13 


61 


3.6 


34." 


57 


6.4 


42.4 


45 


4.7 


65. 


14 


11 


6.1 


67.5 


11 


8.2 


33.3 


20 


6.4 


35.7 


15 


27 


5.1 


50. 


27 


5.7 


36.8 


41 


6.2 


65.6 


15 


27 


5.1 


60. 


27 


5.7 


36.8 


41 


6.2 


66.6 


17 


20 


4.3 


27.7 


61 


6.7 


33.6 


66 


6.7 


47.1 


18 


28 


4. 


30.4 


29 


4. 


30. 


26 


4.5 


56.5 


19 


66 


4.5 


28.4 


24 


4.6 


37.5 


27 


6.6 


41.1 


20 
21 
22 
23 


28 


4.5 


29.1 


27 


4. 


38.8 


42 


6.7 


60." 


15 


4.7 


36.3 


29 


6." 


41.6 


17 


7.3 


45." 


24 

25 


9 


6.3 


41.6 


"6 


7." 


50." 


"s 


6." 


'70." 


26 








4 


6. 


26. 


7 


8.3 


28.5 


27 


13 


6.3 


38.8 


8 


6.5 


60. 


8 


6.6 


28.5 


28 








4 


6.6 


60. 


9 


7. 


67.6 


29 


"5 


3.' 


50." 


8 


8. 


60. 


10 


5.5 


60. 


30 


9 


3.5 


35.5 


16 


6.2 


44. 


13 


6.6 


60. 


31 


8 


3.5 


63.3 


23 


5. 


67.6 


25 


6.8 


50. 


32 


9 


6.5 


50. 


16 


6.2 


36.3 


12 


4. 


33.3 


33 


14 


4.6 


29.1 








11 


7. 


37.5 


34 


8 


2.6 


25. 


iii 


3." 


31.2 


9 


5.5 


50. 


36 


10 


4. 


31.2 


7 


6. 


50. 


6 


7. 


50. 


36 


8 


5.2 


26. 


11 


7.3 


42.8 


6 


10.5 


55. 


37 


15 


4.5 


2G.6 


15 


7.4 


33.3 


19 


8. 


38.4 


38 


11 


5. 


37.5 


14 


6. 


26.9 


8 


6.6 


33.3 


39 


6 


5.5 


30. 


8 


6. 


25. 


8 


6.2 


28.6 


40 


18 


5.7 


30. 


12 


6.7 


37.5 


12 


5.8 


37.5 


41 


9 


4. 


41.6 


11 


7. 


52.6 


9 


6. 


52.5 


42 


9 


4.7 


31.2 


9 


6.2 


35.2 


10 


6.5 


35.7 


43 


4 


3. 


25. 


7 


5.5 


33.3 


10 


6.6 


35. 


44 


9 


4.7 


27.7 


6 


6. 


30. 


4 


8. 


50. 


45 


11 


5.8 


30. 


9 


9. 


60. 


14 


7.6 


62.5 


46 


18 


6.7 


49. 


13 


6.2 


35. 


12 


6. 


37.5 


47 


15 


6. 


28.5 


22 


G.6 


42.3 


17 


6. 


32.1 


48 


9 


5. 


27.7 


8 


4.3 


28.5 


9 


7.5 


50. 


49 




















50 
State 


1190 


6.2 


35.1 


1384 


6." 


41.8 


1493 


6.9 


61.2 



[42] 



Testing the Efficiency of Oregon School Children 



TABLE 


64 










ARITHMETIC— Addition 






Grade 


VI 




Grade VII 




GradeVIII 




No. of 


Number 


Speed 


Ace. 


Number Speed 


Ace. 


Number 


Speed 


Ace. 


school 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


1 
2 
3 


39 


7. 


40. 


46 


7.9 


59. 


44 


8.6 


65. 


40 


7.5 


41.6 














4 


154 


8.4 


51.7 


103 


9.2 


48.i 


111 


9.6 


63.7 


5 


87 


6.8 


53.1 


91 


8.8 


86.9 


101 


8.4 


86.6 


6 


68 


7.7 


54. 


90 


6.9 


58.9 


49 


7.6 


72. 


7 


71 


8.9 


61.2 


67 


8.5 


57.8 


75 


8.5 


57.5 


8 


204 


8.1 


61.6 


177 


8.3 


63.3 


154 


8.9 


66. 


9 


94 


8.2 


55.3 


98 


8.8 


55.3 


103 


10.7 


63.7 


10 


24 


6.8 


70. 


6 


6. 


60. 


8 


9.6 


60. 


11 




















12 


19 


6.8 


53.3 


17 


8.7 


60." 


23 


8.5 


60. 


13 


38 


7.5 


50. 


38 


7.8 


62.5 


29 


7.7 


64. 


14 


14 


9.5 


50. 


20 


8.7 


63.3 


14 


9.5 


62. 


15 


13 


6.5 


37.5 


22 


9. 


57.5 








17 


65 




53.3 


58 


7.4 


65.5 


48 


8.3 


56." 


18 


23 


7. 


50. 


26 


9.2 


56.6 


25 


10.6 


66.6 


19 
20 
21 


47 


5.8 


48. 


58 


6.6 


58.1 


26 


8.2 


65.5 


27 


8.1 


60." 


32 


i).2 


70." 


21 


9.6 


65." 


22 




















23 


21 


7.3 


60." 


31 


8." 


66." 








24 




















25 


"e 


8.' 


25." 


"5 


9." 


60." 


"s 


I'i." 


■fd." 


26 








4 


7. 


70. 


6 


9. 


37.5 


27 


5 


9. 


50." 


11 


8. 


56.6 


14 


10. 


60. 


28 


5 


7. 


50. 


15 


8. 


52.5 


14 


10.6 


60. 


29 


4 


6. 


76. 


4 


e. 


50. 


10 


6.5 


63.3 


30 




8. 


80. 


13 


10.5 


60. 


13 


8.5 


57.5 


31 


12 


7.5 


54. 


11 


8.4 


55. 


6 


10. 


63.3 


82 


13 


5. 


55. 


17 


6. 


40. 


20 


8. 


63.3 


33 


15 


6.6 


50. 


16 


7.6 


36.3 


12 


9.5 


63.3 


34 


14 


6.4 


50. 


10 


S. 


41.6 


5 


6.5 


50. 


35 
36 


"s 


9. 


60." 


"5 


7.5 


83.3 


13 


8.4 


77.5 


37 


9 


7.5 


60. 


8 


9. 


60. 


21 


9.6 


53.7 


38 


16 


8. 


60. 


18 


8.6 


50. 


7 


12. 


66.6 


39 


9 


8.5 


53.3 


6 


7. 


30. 


11 


11. 


65. 


40 


19 


8. 


56.6 


15 


9. 


60. 


10 


10. 


66. 


41 


7 


7.5 


50. 


10 


7. 


56. 


3 


8. 


50. 


42 


12 


7.5 


21.8 


7 


8.5 


55. 


12 


9.7 


70. 


43 


6 


6. 


55. 


8 


7.5 


33.3 


10 


7. 


66.6 


44 


13 


9.3 


50. 


5 


8. 


37.5 


7 


9. 


50. 


45 


19 


8.2 


60. 


17 


9.5 


60. 


17 


9.6 


50. 


46 


21 


7.5 


53.3 


12 


7.8 


60. 


14 


8.5 


62. 


47 


18 


7.5 


37.5 


14 


10.2 


60. 


13 


12.3 


60. 


48 


7 


7. 


65. 


5 


8.5 


70. 


9 


10.3 


60. 


49 

BO 

State 




















1293 


'i.'f 


54.'3 


1217 


8.3 


59.'5 


1083 


'8.9 


62.4 



43 



Testing the Efficiency of Oregon School Children 



TABLE 


65 










ARITHMETIC— Subtraction 






Grade III 


Grade IV 




Grade V 




No. of 


Number 


Speed 


Ace. 


Number 


Speed 


Ace. 


Number 


Speed 


Ace. 


school 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


1 
2 
3 


58 


3.6 


60. 


67 


6.6 


70. 


51 


7.4 


71.4 


'36 


4.8 


•is." 


'5'2 


7.3 


53.'3 


'63 


'7.'7 


62.2 


4 


120 


5.4 


46.1 


125 


7.3 


66.8 


158 


7.9 


68.8 


6 


30 


4. 


52. 


64 


6.1 


54.2 


123 


7. 


70. 


6 


20 


3.5 


35.5 


87 


6.6 


56.6 


62 


6.7 


82.3 


7 


83 


3.9 


40. 


60 


6.9 


66. 


88 


7.8 


66. 


8 


227 


4.3 


43.5 


262 


6.4 


55. 


233 


8.5 


71.5 


9 








135 


7, 


50.5 


121 


8.6 


79.5 


10 








7 


5. 


66. 


13 


4.6 


70. 


11 




















12 








22 


6.7 


63.3 


28 


'7.5 


81.4 


13 


60 


3.2 


31.2 


67 


4.7 


39.1 


46 


8.7 


71.6 


14 


11 


6.5 


70. 


11 


9. 


50. 


20 


9.2 


61.6 


15 


27 


4. 


36.8 


27 


6.4 


63.3 


41 


8. 


75. 


17 


20 


3. 


31.2 


61 


8.9 


67.6 


66 


8.4 


68.5 


18 


27 


4. 


36.8 


29 


4.8 


44.1 


26 


6.1 


56. 


19 


43 


4.1 


4.5.8 


24 


6.1 


56. 


27 


7.8 


62.8 


20 




















21 


2S 


4.'7 


'28." 


'29 


'6.'6 


'64. 


'4'2 


'6.6 


'58.1' 


22 




















23 


15 


4.7 


4"4.'4 


'29 


4.'8 


'4"l.'6 


'i'7 


i.'i 


72.'5 


24 




















25 


"9 


6.2 


36.7 


'e 


7. 


6'6." 


"8 


7.6 


e'd." 


26 








4 


6.5 


25. 


7 


9. 


50. 


27 


13 


4.6 


"36." 


8 


6.5 


33.3 


8 


7. 


70. 


28 








4 


6.5 


90. 


9 


12.3 


70. 


29 


5 


4. ' 


60.' 


8 


7.3 


86. 


10 


6.5 


60. 


30 


9 


3. 


50. 


16 


6.7 


62. 


13 


8. 


70. 


SI 


8 


4. 


60. 


23 


5.6 


60. 


25 


8.7 


66.6 


32 








16 


6.7 


36.3 


12 


6.5 


60. 


33 


14 


2.6 


29.1 








11 


8.2 


37.6 


34 


8 


4.5 


60. 


10 


6.3 


41.6 


9 


6.6 


70. 


35 








7 


7. 


70. 


6 


6. 


66. 


36 


"s 


4.5 


28.5 


11 


6. 


50. 


6 


11.5 


60. 


37 


15 


4.8 


28.6 


15 


4.6 


30.7 


19 


6.8 


66.6 


38 


11 


4.6 


42.8 


14 


6.7 


43.7 


8 


5.6 


72.5 


39 


6 


5. 


26. 


8 


4.6 


33.3 


8 


6. 


40. 


40 


18 


6.2 


30. 


12 


7. 


42.8 


12 


6.6 


66. 


41 


9 


3.5 


36.7 


11 


7.6 


33.3 


9 


7.5 


66. 


42 


9 


4.6 


31.2 


9 


7.3 


66. 


10 


7.6 


60. 


43 


4 


4. 


25. 


7 


6.3 


65. 


13 


6.6 


43.7 


44 


9 


6. 


60. 


6 


6. 


37.5 


4 


7.3 


33.3 


45 


11 


6. 


42.8 


9 


8. 


75. 


14 


10. 


43.7 


46 


18 


6.8 


28.6 


13 


7. 


60. 


12 


8.2 


66. 


47 


16 


4.5 


30. 


22 


6.5 


32.3 


17 


7. 


46. 


48 


9 


4.3 


26. 


8 


4.3 


50. 


9 


8. 


56.6 


49 




















50 




















State 


1013 


4.4 


39.6 


is's's 


6.2 


6'3.7 


1483 


7.7 


66.1 



[44 



Testing the Efficiency of Oregon School Children 



TABLE 


66 










ARITHMETIC— 


Subtraction 






Grade VI 




Grade VII 




Grade 


VIII 




No. of 


Number 


■ Speed 


Ace. 


Number 


Speed 


Ace. 


Number 


Speed 


Ace. 


school 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


1 
2 
3 


37 


8.1 


72.6 


47 


9.4 


84.5 


43 


11.4 


80. 


40 


8.8 


64." 














4 


1B4 


10. 


68.3 


103 


10.4 


73." 


111 


11.4 


70." 


5 


87 


7.9 


61.7 


91 


9.7 


100. 


101 


10.2 


90. 


6 


68 


8.1 


75.3 


90 


7.9 


89. 


60 


9.8 


84.7 


7 


71 


9.2 


68.3 


67 


10.1 


71.3 


76 


10.2 


76.3 


8 


204 


9.2 


74.4 


176 


10.6 


82.3 


164 


12.2 


79.4 


9 


94 


8.6 


73.3 


98 


10.3 


76.4 


102 


14.2 


80. 


10 


19 


8.5 


80. 


7 


8.3 


60. 


9 


9. 


90. 


11 




















12 


19 


'8.8 


65." 


17 


'7 .'8 


'so." 


'23 


11. 


16." 


13 


38 


8.3 


71.4 


44 


9.4 


83.7 


30 


10.4 


85. 


14 


14 


10.5 


66. 


20 


10.7 


70. 


14 


7.2 


66. 


15 

* 

17 


13 


7.8 


55. 


22 


11.2 


68. 








65 


7.7 


71.6 


68 


9.8 


72. 


46 


11. 


66. 


18 


23 


7.5 


80. 


27 


9.7 


74. 


26 


14.2 


83. 


19 


25 


6.4 


65. 


67 


8. 


62. 


26 


9.6 


74.3 


20 




















21 


26 


6.6 


'36.6 


'32 


8.'2 


'72.*' 


'21' 


11.3 


72.6 


22 
23 


n 


8.4 


70." 


3'i 


10." 


71." 


26 


ib.'5 


58.3 


24 
25 


6 


13. 


50." 


"s 


12." 


8"6." 


"5 


17." 


80." 


26 








4 


9. 


70. 


6 


14. 


65. 


27 


5 


8." 


60." 


11 


8. 


66. 


14 


9.6 


80. 


28 


5 


7.5 


85. 


15 


8.6 


44.4 


14 


10. 


70. 


29 


4 


10.5 


80. 


4 


7.5 


33.3 


10 


9. 


62.5 


30 


7 


7.8 


82.5 


13 


11. 


90. 


13 


11. 


87.5 


31 


12 


8.2 


56. 


U 


12. 


80. 


6 


13. 


92.6 


32 


13 


6.2 


64. 


17 


6.5 


56.6 


20 


9.7 


66. 


33 


15 


8. 


66. 


16 


8. 


36.6 


12 


9.3 


60. 


34 


11 


8.4 


63.3 


10 


8.3 


70. 


6 


8.6 


86.6 


35 
36 


"s 


11. 


77.5 


"5 


8.5 


86.6 


13 


12. 


95." 


37 


9 


8.3 


65. 


8 


10.3 


80. 


21 


12. 


74.2 


38 


16 


8.2 


60. 


18 


10. 


82. 


7 


13. 


70. 


39 


9 


9.5 


50. 


6 


9. 


60. 


11 


11.7 


72.5 


40 


19 


9.7 


66. 


15 


11. 


72.5 


10 


13. 


82.5 


41 


7 


10.5 


60. 


10 


8. 


73.3 


3 


11. 


70. 


42 


12 


8.3 


55. 


7 


11. 


65. 


12 


11. 


86. 


43 


6 


8. 


60. 


8 


9.5 


70. 


10 


10.5 


65. 


44 


13 


11.5 


60. 


6 


12. 


60. 


7 


11.6 


66. 


45 


19 


10.3 


66. 


17 


13.3 


67.5 


17 


13.6 


67.6 


46 


21 


7.6 


63.3 


12 


9.5 


76. 


14 


9.7 


70. 


47 


18 


8.4 


72.5 


14 


12.5 


90. 


13, 


13.6 


86. 


48 


7 


7.5 


60. 


5 


10. 


60. 


9 


11.3 


65. 


49 




















50 
State 


1260 


7.6 


68.'9 


12'23 ■ 


9.8 


"75.6 


ll'6"4 


11. 


72.6 



• No. 16 did not send material in. 



45] 



Testing the Efficiency of Oregon School Children 



TABLE 


67 








ARITHMETIC— MultipUcation 






Grade 


IV 


Grade V 




Grade VI 




No. of 


Number 


Speed 


Ace. 


Number 


Speed 


Ace. 


Number 


Speed 


Ace. 


school 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


1 
2 
3 


57 


4.9 


46.6 


61 


6. 


62. 


38 


6.2 


55. 


62 


5.2 


60." 


63 


6.6 


66.2 


40 


7.2 


62." 


4 


126 


6.4 


60. 


168 


7. 


62.6 


154 


7.7 


62.7 


6 


64 


4.1 


64. 


123 


6.1 


62. 


87 


6.6 


60. 


6 


87 


6.4 


69.2 


62 


6.4 


78.1 


68 


7.1 


68.6 


7 


64 


6.7 


60. 


87 


7.1 


66. 


71 


7.2 


65.8 


8 


262 


5.1 


55. 


234 


6.4 


67.6 


204 


8.6 


67.5 


9 








121 


7.1 


69. 


94 


7.9 


69.6 


10 


"8 


6.' 


40. 


16 


6. 


67.5 


24 


7. 


68. 


11 




















12 


22 


5.' 


i's.'s 


28 


'e.'s 


65." 


19 


'7.8 


M.' 


13 


57 


4.4 


61.3 


46 


7. 


54.7 


38 


7.2 


57.6 


14 


13 


7.3 


63.3 


20 


6.5 


66.6 


14 


9.6 


62. 


15 


27 


6.3 


53.3 


41 


7. 


68.3 


13 


6.6 


33.3 


17 


61 


5. 


37.8 


66 


6.6 


61.6 


65 


7.3 


56.4 


18 


30 


3.7 


35.7 


28 


6.5 


60. 


23 


6.4 


66.6 


19 


23 


4.4 


40. 


29 


6.5 


54. 


25 


6.6 


82.2 


20 




















21 


29 


4.' 


27.7 


42 


5.8 


48.8 


26 


'6.3 


60.2 


22 




















23 


29 


4.8 


46.8 


17 


7.2 


70." 


21 


6.8 


56.6 


24 




















25 


6 


6." 


70." 


"8 


7." 


65." 


"6 


8.5 


25." 


26 


4 


6. 


33.3 


7 


7.7 


60. 








27 


8 


7. 


40. 


8 


6.6 


40. 


"5 


6.3 


37.6 


28 


4 


5. 


60. 


9 


7. 


50. 


5 


6.5 


70. 


29 


8 


6. 


70. 


10 


6.6 


35.6 


4 


7. 


60. 


30 


le 


6. 


36.3 


13 


6.6 


66. 


7 


9. 


80. 


31 


23 


4.1 


70. 


26 


7. 


70. 


12 


7. 


60. 


32 


16 


4.3 


40. 


12 


6.6 


63.3 


13 


6. 


80. 


33 








11 


5.7 


37.6 


15 


7 


57.5 


34 


ii 


5. 


37.5 


11 


6.6 


60. 


11 


7.5 


60. 


36 


7 


7. 


60. 


6 


8. 


50. 








36 


11 


6. 


42.8 


6 


10. 


63.3 


"i 


12." 


83.3 


87 


15 


6.5 


60. 


19 


7. 


56.6 


9 


7.6 


63.3 


38 


14 


7. 


38.8 


8 


7. 


70. 


16 


7.7 


55. 


39 


8 


5.2 


28.5 


8 


6. 


33.3 


9 


9.5 


73.3 


40 


12 


6.5 


50. 


12 


6.7 


37.6 


19 


8.6 


56.6 


41 


11 


7, 


55. 


9 


6. 


56.6 


7 


7.5 


75. 


42 


9 


5.5 


70. 


10 


5.7 


60. 


12 


7. 


63.3 


43 


7 


4. 


33.3 


13 


6.4 


66. 


6 


7.3 


60. 


44 


6 


6. 


30. 


4 


6. 


26. 


13 


8. 


60. 


46 


9 


8. 


66. 


14 


8. 


62.6 


19 


7.5 


46.4 


46 


13 


6.8 


70. 


12 


6.7 


60. 


21 


7. 


60. 


47 


22 


6.6 


50. 


17 


6. 


50. 


18 


7.8 


67.6 


48 


8 


4.3 


28.5 


9 


6. 


70. 


7 


6.6 


66.6 


49 




















50 




















State 


1248 


5.2 


60." 


1492 


6.6 


69.8 


1266 


7.4 


60.7 



• No. 16 seent no atei*ial in. 



46 



Testing the Efficiency of Oregon School Children 



ABITHMETIC— MultipUcation 



TABLE 


68 

( 


Srade VII 






A 

Grade 


.BITH] 

VIII 


No. of 


Number 


Speed 


Ace. 


Number 


Speed 


Ace. 


school 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


1 
2 


47 


7.8 


66.5 


43 


9.5 


66.3 


3 

4 


103 


7. 


69." 


lil 


8.9 


60.9 


6 


91 


8.2 


89.3 


101 


8.4 


93. 


6 


90 


7.1 


75.6 


50 


8. 


81.5 


7 


67 


8.9 


54.5 


60 


9.1 


73.8 


8 


179 


9.3 


74.5 


154 


11.1 


73.8 


9 


98 


9.1 


60. 


103 


11.7 


42. 


10 


5 


4. 


55. 








11 














12 


17 


7.6 


62.5 


23 


9.5 


6'4." 


13 


44 


8.1 


62. 


29 


7.6 


68.5 


14 


20 


10.5 


63.3 


14 


9.3 


44.7 


16 


23 


9. 


66.6 








17 


58 


8.2 


62.6 


48 


9. 


68. 


18 


27 


7.8 


62. 


26 


11.7 


75.5 


19 


66 


6.6 


60. 


26 


9. 


56.6 


20 














21 


32 


7.5 


65." 


■21 


lO.i 


72." 


22 














23 


31 


8.8 


68." 


20 


12." 


70." 


24 


31 






20 






25 


5 


l'4.5 


70." 


6 


16." 


66." 


26 


4 


7.5 


80. 


6 


9.7 


65. 


27 


11 


9. 


63.3 


14 


9.2 


50. 


28 


15 


7.4 


62.6 


14 


10. 


66. 


29 


4 


6.6 


70. 








30 


13 


14. 


70. 


13 


13." 


75." 


31 


11 


6.9 


80. 


6 


11.6 


95. 


32 


17 


6.7 


68.3 


20 


9.6 


76.6 


33 


16 


7.6 


59.5 


12 


10.5 


65. 


34 


10 


9.7 


66.7 


6 


8.3 


93.3 


36 














36 


' 5 


9.5 


86." 


13 


12." 


88." 


37 


8 


8.5 


66.6 


20 


11. 


66. 


38 


18 


18.6 


66.6 


7 


13. 


66.6 


39 


6 


8. 


65. 


11 


11.6 


60. 


40 


15 


9.5 


73.3 


10 


12. 


66.6 


41 


10 


7. 


66. 


3 


8. 


60. 


42 


7 


9. 


75. 


12 


10. 


60. 


43 


8 


8.3 


65. 


10 


9. 


60. 


44 


5 


7.5 


60. 


7 


9.5 


66. 


45 


17 


10.1 


66. 


17 


10.1 


66. 


46 


12 


9. 


70. 


14 


10. 


66.6 


47 


14 


11. 


63.3 


13 


14. 


80. 


48 








9 


9. 


73.3 


49 

60 
State 














1219 


8.6 


76.1 


1070 


9.8 


73.7 



• No. 16 sent no material in. 



[47 



Testing the Efficiency of Oregon School Children 



TABLE 


69 










ARITHMETIC— Division 






Grade 


IV 


Grade V 




Grade VI 




No. of 


Number 


Speed 


Ace. 


Number 


Speed 


Ace. 


Number 


Speed 


Ace. 


Bchool 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


pupils 


M.S. 


M.S. 


1 
2 
3 


28 


4.4 


62. 


60 


4.7 


57.7 


38 


5. 


74.4 


62 


4.2 


39.'3 


63 


4.9 


'63.3 


40 


6.3 


66." 


■ 4 


12 


6. 


55. 


167 


5.3 


49. 


154 


6.6 


62.5 


6 


63 


2.2 


31.3 


123 


4.3 


64.6 


87 


6.6 


63. 


6 


81 


3.5 


44. 


62 


6.7 


62.5 


68 


7. 


78.7 


7 


54 


4.5 


61.2 


87 


4.8 


56.1 


71 


7.5 


67. 


8 


260 


4.4 


43.6 


236 


6.1 


73.3 


204 


6.8 


71.3 


9 








121 


4.5 


58.1 


94 


6.2 


67.9 


10 


"8 


5." 


65." 


14 


3.7 


50. 


19 


6.2 


80. 


11 




















12 


21 


4.'7 


SO." 


26 


6.7 


76.6 


19 


6.7 


7'4.2 


IS 


12 


3.3 


31.8 


46 


6.2 


60. 


38 


5.6 


81.1 


14 


11 


4.8 


60. 


20 


3.2 


65.4 


14 


7.3 


66. 


15 


27 


5.1 


67.6 


41 


8. 


60. 








17 


60 


3.4 


68.7 


66 


5.6 


61.1 


65 


6.3 


75. 


18 








28 


3.2 


60. 








19 


26 


3.7 


30.9 


27 


7.8 


62.8 


26 


6.1 


73.3 


20 




















21 


27 


2.7 


So.'g 


42 


4." 


37.6 


27 


'4." 


64." 


22 




















23 


29 


'3.'2 


37.6 


i'7 


4.6 


■f2.5 


27 


■4." 


54." 


24 




















25 


"6 


3.6 


65." 


"8 


6." 


85." 


■"6 


5." 


60." 


26 


4 


3. 


33.3 


7 


5.6 


40. 








27 


8 


2.4 


40. 


8 


3.6 


33.3 


5 


5." 


60." 


28 


4 


5.3 


86.6 


9 


6. 


41.6 


5 


3.6 


66. 


29 


8 


6.2 


58. 


10 


4.5 


41.6 


4 


7. 


70. 


30 


16 


4. 


50. 


13 


5.6 


80. 


7 


7. 


70. 


31 


23 


4. 


60. 


25 


3.7 


66.6 


12 


4.7 


72.5 


32 














13 


6.6 


80. 


33 








ii' 


4.5 


33.3 


15 


4.8 


57.6 


34 


13 


4.5 


29.1 


10 


5. 


56.6 


11 


8.4 


63.3 


35 








6 


6.6 


80. 








36 


a 


3.' 


37.6 


6 


6. 


60. 


"8 


10.5 


80." 


37 


15 


3. 


40. 


19 


4. 


65. 


9 


4.8 


60. 


38 


14 


4.3 


35. 


8 


4.6 


66. 


16 


6. 


70. 


39 


8 


8. 


25. 


8 


3.5 


28.5 


9 


6.6 


63.3 


40 


12 


3.7 


50. 


12 


4. 


60. 


19 


6.3 


63.3 


41 


10 


5. 


63.3 


9 


4. 


50. 


7 


7 


60. 


42 


9 


4. 


41.6 


10 


4.7 


50. 


12 


5!3 


67.5 


43 


7 


3.6 


33.3 


13 


3.6 


43.7 


6 


5. 


76. 


44 


6 


3.2 


25. 


4 


3.5 


25. 


13 


6. 


60. 


46 


9 


6. 


63.3 


14 


6. 


43.7 


19 


6.5 


75. 


46 


IS 


6.1 


60. 


12 


4.3 


50. 


21 


5. 


56. 


47 


22 


3.2 


36.6 


17 


4.5 


56. 


18 


6.3 


56.6 


48 








9 


5. 


70. 


7 


6.5 


65. 


49 

50 
State 


"8 


2.4 


26." 














989 


3.6 


42.5 


1482 


4.9 


66.7 


1236 


6.1 


67.4 



* No. 16 sent no material in. 



48 



Testing the Efficiency of Oregon School Children 



TABLE 


70 










Grade VII 


No. of 


Number 


Speed 


Ace. 


school 


pupils 


M.S. 


M.S. 


1 


46 


6.1 


81.1 


2 








3 








4 


103 


9.1 


70." 


5 


91 


6.2 


93.3 


6 


90 


6.6 


87.5 


7 


67 


8.2 


80. 


8 


177 


8.4 


83. 


9 


98 


6.7 


68.5 


10 


6 


8. 


56.6 


11 








12 


17 


9." 


95." 


13 


44 


7.2 


75. 


14 


20 


9. 


90. 


16 

* 


23 


9. 


92.5 


17 


66 


7.5 


75. 


18 


27 


7. 


68.3 


19 


67 


5.3 


67.7 


20 








21 


32 


6.6 


64." 


22 








23 


31 


7." 


78." 


24 








26 


'"5 


16." 


76.'6 


26 


4 


5. 


60. 


27 


11 


6. 


80. 


28 


15 


6.7 


66.6 


29 


4 


6. 


75. 


30 


13 


10.5 


70. 


31 


11 


10. 


70. 


32 


17 


6. 


82.5 


33 


16 


6.5 


62. 


34 


10 


8.7 


70. 


36 








36 


'5 


8.3 


83.3 


37 


8 


8.3 


66.6 


38 


18 


8. 


75. 


39 


6 


5. 


37.5 


40 


15 


9. 


83.3 


41 


10 


7. 


70. 


42 


7 


9.6 


60. 


43 


8 


6.5 


76. 


44 


5 


7. 


60. 


46 


17 


10.6 


70. 


46 


12 


9.5 


75. 


47 


14 


12. 


90. 


48 


5 


9. 


80. 


49 








60 








State 


1221 


7.7 


77.3 



ARITHMETIC— Division 



c 


Irade VIII 


imber 


Speed 


Ace. 


upils 


M.S. 


M.S. 


43 


8.7 


81. 


lii 


9.4 


73.3 


101 


8.4 


100. 


50 


9. 


100. 


60 


8.7 


83.5 


164 


10.4 


84.8 


103 


10.2 


90. 



22 11. 80. 

29 7.6 90. 

14 10.6 69.5 



47 
26 
26 

20 



9.4 67.5 
13. 85. 
18.3 86. 

8.5 76." 



5 


9. 


80. 


6 


11. 


70. 


14 


8.2 


60. 


14 


9. 


90. 


13 


8.5 


100." 


6 


16. 


90. 


20 


6.7 


75. 


12 


7. 


70. 


6 


11. 


93. 


is 


16.5 


106." 


21 


10.3 


76.6 


7 


12. 


80. 


11 


10.5 


85. 


10 


10. 


80. 


3 


8. 


90. 


13 


8.5 


81.6 


10 


6.5 


70. 


7 


7.5 


60. 


17 


10.6 


70. 


14 


8. 


82.5 


13 


12.5 


85. 


9 


11.3 


65. 



9.4 



* No. IG sent in no material. 



[49] 



Testing the Efficiency of Oregon School Children 



TABLE 71 


















LANGUAGE 


No. of 


Grade III 


Grade IV 


Grade V 


Gra 


de VI 


Grade VH 


Grade 


VIII 


school 


No. 


M.S. 


No. 


M.S. 


No. 


M.S. 


No. 


M.S. 


No. 


M.S. 


No. 


M.S. 


1 


62 


18.2 


58 


28. 


61 


33.4 


39 


17.4 


61 


20. 


42 


31.6 


2 
3 

4 


55 


18.6 


51 


26.3 


60 


34.2 


62 


14.1 






65 


29.6 


123 


24.4 


123 


27.4 


I'eb 


33.1 


I's'i" 


"i7".'6 


l'64 


22." 


I'is 


"37.1 


6 
6 

7 


28 


20.3 


62 


24.7 


123 


30.5 


86 


18.1 


79 


26.1 


101 


28. 


86 


22. ■ 


60 


SO." 


86 


31.8 


69 


28.7 


68 


30.1 


75 


34.6 


8 


230 


18.2 


274 


26.2 


268 


31.6 


174 


30.3 


186 


27.5 


161 


34. 


9 


119 


12.3 


242 


28.6 






88 


18.2 


99 


21.6 


105 


33.2 


10 










17 


33.2 


21 


11. 






8 


39. 


11 


























12 


30 


'i'2.'7 


21 


'i7.'6 


'23 


'31 .'7 


'23 


'21." 


'i'7 


31.3 


'21 


'36." 


13 
14 

15 


69 


14.8 


57 


22. 


45 


29.3 


38 


24.2 


44 


17.4 


30 


27.7 


'27 


'i'9.6 


27 


26.' 


41 


'36." 


'13 


'i'e.'e 


'23 


26.2 






17 


42 


10.3 


62 


26. 


66 


30. 


64 


19. 


67 


21.6 


'47 


'30." 


18 
19 


25 


14. 


30 


24.5 


27 


27.7 


22 


12.5 


.27 


21. 


26 


30.7 


20 
21 


28 


"8.3 






42 


24.2 


'27 


'14.2 










22 














6 


14. 


"3 


'36." 


5 


'46." 


23 


14 


'21.8 


28 


'30.5 


'17 


35. " 


21 


12. 


31 


25. 


20 


33. 


24 


29 


14. 


22 


30.4 


28 


31.2 


11 


31.3 


26 


31.2 


12 


44.3 


26 


9 


17. 


6 


22.5 


8 


32. 


6 


18.5 


4 


29.6 


6 


22.5 


26 






4 


17. 


7 


27. 






4 


27.5 


6 


19.8 


27 


13 


16. " 


7 


21. 


8 


33.4 


'e 


2l'." 


10 


21.7 


14 


22.6 


28 


11 


13.6 


7 


21. 


9 


32. 


5 


24. 


14 


17.6 


12 


24.7 


29 


4 


10.6 






9 


27. 


5 


24. 










30 
31 


10 


17. 


16 


29.6 


13 


34.6 


8 


31. 


ii 


31.6 


12 


26.2 


32 
33 










"9 


"2"l"."" 


"16 


'l9.'6 


Ti 


19.6 


14 


'33.2 


34 


10 


17. " 


12 


2'l.2' 


9 


28. 


11 


19.2 


9 


21. 


4 


26.5 


35 


10 


22.6 


7 


28. 


6 


36. 


6 


16.6 


11 


24. 


2 


22.6 


36 


7 


14. 


10 


21.7 


5 


34. 


8 


30.6 


6 


26.2 


13 


36. 


37 


15 


12.7 


15 


24. 


14 


26.3 


15 


10. 


8 


14. 


21 


25.5 


38 


9 


15. 


11 


24. 


6 


38.7 


13 


9.4 


12 


22.6 


4 


28. 


39 


6 


7.5 


8 


17.6 


8 


23.6 


9 


20.7 


6 


14.5 


11 


28. 


40 


21 


18.6 


12 


22.5 


12 


32. 


17 


19.5 


19 


22.6 


11 


28. 


41 


9 


20.3 


12 


22.8 


8 


29.3 


7 


21.8 


10 


17. 


3 


24. 


42 


9 


13.3 


10 


29.5 


10 


27.6 


12 


11. 


7 


21. 


12 


26.2 


43 


4 


9. 


7 


14. 


13 


22.5 


6 


9. 


8 


19.6 


10 


28.5 


44 


10 


22.5 


6 


24. 


3 


30. 






6 


10. 


7 


18. 


46 


10 


22.6 


9 


28.3 


14 


33. 






16 


18.5 


16 


30. 


46 


18 


20.3 


13 


30. 


12 


26.3 


21 


19.6 


12 


21.8 


14 


32. 


47 


15 


16. 


22 


24.5 


18 


26.3 


17 


13.6 


14 


31. 


14 


31.2 


48 


8 


24.8 


9 


27. 


9 


32. 


7 


12. 


9 


38. 


5 


21. 


49 

60 

State 


9 


16. 


13 


21. 


4 


28.6 


3 


21. 


4 


22. 


3 


21. 


1174 


ie.i 


1332 


24.1 


1267 


31.2 


11 "12 


'18.7 


1024 


23.8 


1029 


30.7 



[50] 



Testing the Efficiency of Oregon School Children 



M 
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